Based on the findings and limitations of the study, several suggestions for further research can be made. Firstly, investigating TBL in speaking again with two groups at different levels of proficiency over a longer period of time, emphasizing qualitative research, and investigating other teachers‟ interest in task-based approach could be interesting research areas. Additionally, more interviews with different groups of students or one-to-one conferences with the participants would provide insights concerning the effects of TBL. This process of gathering individual reflection can even be integrated into the implementation process. Lastly, another interesting research area would be to explore the attitudes of the students and teachers towards the employment of TBL in speaking or other skills such as listening, reading, and writing.
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APPENDICES APPENDIX A
THE SPEAKING SKILL TEST FOR PRE-TEST
Part 1 (2-3 minutes)
Tasks: Identifying oneself; giving information about oneself; talking about interests.
Phase 1:
Examiner: Goodmorning/afternoon/evening. Can I have your mark sheets, please?
A/B: I‟m ……… and this is ……… . Ask the following questions
A B
Now, What‟s your name? And What‟s your name?
What‟s your surname? What‟s your surname?
How do you spell it? How do you spell it?
Back-up prompts:
How do you write your family name/second name?
Back-up prompts:
How do you write your family name/second name?
Where do you live/come from? Do you live in ………?
Do you study English at school? Do you study English at school?
Do you like it? Do you like it?
Phrase 2: An examiner selects one or more question from the list to ask students.
Questions Back-up prompts
What‟s your favourite school subject? Why? Do you like studying maths/science?
Tell us about your English teacher. Who is your English teacher?
What do you enjoy doing in your free time? What do you do in your free time?
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Tell us about your family. Do you have brothers and sisters?
Examiner: In the next part, you are going to talk to each other.
Part 2 (2-3 minutes) ACTIVITIES CLUB
Tasks: Discussing alternatives; expressing opinions; making choices.
Examiner: I‟m going to describe a situation to you.
Some parents want to start an activities club that teenagers could go to after school.
Talk together about the different things the club could offer and say which will be the most popular with teenagers.
Here is a picture with some ideas to help you. (picture 1A) All right? Talk together.
(Allow the students enough time to complete the task without intervention.)
Part 3 (3 minutes) CHATTING
Tasks: Describing people and places; saying where people and things are and what people are doing.
Examiner: Now, I‟d like each of you to talk on your own about something. I‟m going to give each of you‟re a photograph of people chatting.
Student A, here‟s your photograph (picture 1B). Please show it to Student B, but I‟d like you to talk about it. Student B, you just listen. I‟ll give you your photoraph in a moment.
Student A, please tell us what you can see in your photograph. (approximately 1 minute)
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Examiner: Now, Student B, here is your photograph (picture 1C). It also shows someone chatting. Please show it to Student A and tell us what you can see in the photograph. (approximately 1 minute)
Part 4 (3 minutes)
Tasks: Talking about one‟s likes and dislikes; expressing opinions
Examiner: Your photographs showed people chatting. Now, I‟d like you to talk together about the people you enjoy chatting with, and what you usually chat about.
(Allow the students enough time to complete the task without intervention. Prompt only if necessary.)
Back-up prompts
1. Talk about the people you enjoy chatting with.
2. Talk about what you usually chat about.
3. Talk about the best time of the day to chat.
4. Talk about when a phone call is better.
Examiner: Thank you. That‟s the end of the test.
Pictures 1A
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1B
1C